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2018 - American Sociological Association Annual Meeting Pages: unavailable || Words: 4979 words || 
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1. Erbaugh, Elizabeth. and Bonnan-White, Jess. "Do “Days of Service” Meet Institutional Service-learning Goals? Assessing Outcomes of the MLK Day of Service" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Pennsylvania Convention Center & Philadelphia Marriott, Philadelphia, PA, Aug 09, 2018 Online <APPLICATION/PDF>. 2020-02-25 <http://citation.allacademic.com/meta/p1380189_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In 1994, the United States Congress charged the Corporation for National and Community Service with spearheading the celebration of the Martin Luther King Jr. (MLK) federal holiday as a national Day of Service. Campuses across the country make use of MLK Day of Service events to cultivate linkages between campus constituencies and surrounding communities. These events also are used to demonstrate, primarily through enumeration of participants and service hours, campus commitment to community engagement. Campus administrations may also use MLK Days of Service to introduce the concept of service-learning to students and faculty members without requiring a semester-long course enrollment. While the recent literature has explored outcomes of classroom-based service-learning and engagement activities, less focus has been given to assessing outcomes of extra-curricular campus activities such as annual MLK Days of Service held on many U.S. campuses each January.

We present preliminary quantitative results from use of an exploratory survey instrument designed to collect self-report participant reflection data on multiple dimensions of Day of Service participation. The assessment tool, designed partly to assess learning outcomes related to social justice concepts, was piloted at the 2016 MLK Day of Service event sponsored by a mid-size, mid-Atlantic university serving a diverse population. Student, faculty, staff, community volunteer and community partner participants (N=344) reflected upon service, learning, and university-community connections as part of a multi-method evaluation process. Quantitative analysis of uni-dimensional and summed variables finds significant variation by instructional site and participant affiliation. Such measures and instruments may clarify the role of Days of Service in advancing institutional service-learning goals.

We envisage the development of similar measures and instruments to capture participant reflections on experience of community service, opportunity for learning, and connection with community through increased understanding of social issues across instructional sites, higher education campuses, community organizations and projects.

2013 - SCRA Biennial Meeting Words: 226 words || 
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2. Katz, Marian. "Implementing Consumer-Driven Services: A Comparative Qualitative Investigation of Service Provider Attitudes and Practices in California’s Full Service Partnerships with High and Low Fidelity to Housing First" Paper presented at the annual meeting of the SCRA Biennial Meeting, University of Miami, Coral Gables, Florida, <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p647179_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The Housing First Fidelity Visit was used to qualitatively investigate 20 of the programs that participated in a statewide comparative effectiveness study of California’s Full Service Partnerships. The California Mental Health Services Act established Full Service Partnerships (FSPs), which are programs designed to provide consumer-driven services to people with housing instability and serious mental illness. Although they were not mandated to adopt a specific Housing First model, they have many similarities with the Housing First approach. Past research based on pilot programs in California, moreover, suggests that consumer-driven services are more effective with this population than the conventional “treatment-first” approach. Data from the qualitative research allows us to look inside the “black box” to describe very specifically how programs do, or do not, provide consumer-driven services. The qualitative research builds on the housing first fidelity visit by audio recording meetings, focus groups, and interviews for in-depth analysis and also by expanding the goal of the interviews to not only assess fidelity but to try to understand the participants’ points of view. Qualitative findings will be presented about the attitudes and practices of staff at FSPs with high and low fidelity to Housing First model of consumer-driven services. This will be followed by a consideration of the barriers and facilitators to high fidelity practice, and their implications for effective implementation of Housing First-type programs.

2012 - ARNOVA Annual Conference Words: 102 words || 
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3. Never, Brent. "Understanding the Lumpiness in Human Service Geography: Modeling the Supply and Demand of Services for Older Adults" Paper presented at the annual meeting of the ARNOVA Annual Conference, Hyatt Regency Indianapolis, Indianapolis, IN, Nov 14, 2012 <Not Available>. 2020-02-25 <http://citation.allacademic.com/meta/p583813_index.html>
Publication Type: Panel Paper
Review Method: Peer Reviewed
Abstract: The system of using human service nonprofits has led to a patchwork of services. This paper models the lumpiness, and concomitantly the service deserts, that is inherent in the human service provision system. The model overlays a map of service areas in a metro region with a map of demand for those particular services. The result is a model that identifies the supply of services to a community as compared to the location of community members who demand those services. I seek to illustrate the inefficiencies inherent in how these particular human services are delivered to a population.

2015 - Advocating for the Silenced: The Educators’ Vocation Pages: unavailable || Words: unavailable || 
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4. Mayor, Sunita. "“I send home a literacy survey, but then what?” Designing and Redesigning Reading and Writing Engagements that call on pre-service and in-service Teachers to consider the Difference Difference Makes" Paper presented at the annual meeting of the Advocating for the Silenced: The Educators’ Vocation, Hyatt Regency Phoenix, Phoenix, AZ, Feb 13, 2015 Online <PDF>. 2020-02-25 <http://citation.allacademic.com/meta/p750065_index.html>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: A discussion on creating pedagogical conditions for pre-service and in-service teachers to become border crossers in order to understand otherness and create borderlands for the diverse learners in their classrooms.

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